Running head: Security challenges and government’s management 1
2
Security challenges and government’s management
Security challenges in the US and Governments management of security challenges
Vibert Jacob
South University
My topic of discussion is on security challenges in the US and the government’s management of these challenges. How does the US Government manage the security challenges in the country? The US faces many security challenges which include cyber terrorism, Iran’s dominance in the Middle East, Increase in Chinese provocations in South China Sea, Russia’s military expansion and Al Qaida taking over for ISIS. The main focus or objective of my paper will be the strategies and measures the US Government is taking to deal with these security challenges. I will also focus on how these challenges affect the US and reasons why these security issues are a main concern to the country.
In addressing each security challenge, I plan to discuss the government’s efforts in the past in managing them and the current or planned strategies the government is using. What efforts is put by the US government into managing the security challenges in the country? The US faces security challenges both within the country and outside the country. From within the country, challenges such as changing climate is a natural security issue because it poses a threat to the US infrastructure, agriculture, population and economy. There is also a worsening cyber security front where individuals and criminal groups hack both private and public entities which results in loss of billions of dollars in damages. Persistent terrorist attacks from small groups that are done domestically also poses as a security challenge. Most of these threats have been facing the US for years and there is need to focus on them because they affect us daily.
In this study, I expect to face ethical issues which include informed consent from my sources, respect for anonymity and confidentiality from my sources and respect for privacy. I intend to respect all my informants wishes for privacy and confidentiality and wherever necessary, I plan to acquire permission from the relevant authorities to get access to the information am looking for. The government has made efforts to manage security challenges in the country and I plan to discuss this in detail and the impact it has to the country currently and in future.
My research methodology in collecting information will involve published articles related to security threats in the US, TV programs, interviews with the relevant authorities in the government who handle security threats in the country, interviews with individuals who have been affected with the security threats in the country, surveys. To get my information, I plan to visit the Homeland Security offices and conduct interviews with the employees and hopefully the administrator. I will also condu ...
Running head ISOL 534 – Application Security 1Running head.docxwlynn1
Running head: ISOL 534 – Application Security 1
Running head: ISOL 534 – Application Security 2
Week-2 Research Paper Topic
Name: Nikhil Vasani
Course: ISOL-534
Professor: Dr. Jerry Alsay
University of the Cumberland
May 23, 2019
Introduction
The topic of security has been an issue for many countries and citizens alike as countries struggle to root out the vice of insecurity that is posing a great threat especially during this technological era where everything is virtually done online. Today every country around the world is grappling with keeping its citizens and institutions safe from external attacks and threats. Some of these threats could be motivated by various factors ranging from political, economic and social issues which make individuals or groups plan some sort of leveling score mission. If we were to review history in the early days during the 17th and 18th century the issues of insecurity among various nations were in existence but not at the height it is in the wake of the 21st century. Those days’ strategic alliances worked best in culminating threats of external and internal invasion, various leaders would call for peaceful resolution of the indifference that might exist between or among groups of nations. The mode or means of attack was not as sophisticated as it today since the only way terrorists would invade empires those days were through the physical means of actually leading an invasion group or plotting with a team on the ground to execute their plan.
Today this tactic has changed leaving institutions mandated with protecting our boundaries and keeping the people safe with a huge task of coming up with various ways of knowing how, where and when the security threats might actually occur. Some of the world leading security institutions that have earned a name for themselves are the homeland security, the Federal Bureau of Investigation FBI and Scotland Yard. These institutions have in the recent past prevented so many attacks plotted against the United States of America and many countries around the world through tapping the wide insecurity network around the world.
Background research
The issue of terrorism and external attacks has led to numerous loss of lives and property and must be cubed and properly managed using the most efficient methods so as to ensure proper security. It is evident that terrorists no longer use outdated strategies while carrying out attacks. With technology evolving with time, they have learned and mastered the use of new technology and have succeeded in coming up with some of the toughest attacks to prevent. Therefore, the DHS is left with a tough task and must improvise some of the best tactics in their strategic plan so as to have a proper chance in managing the situation. The intelligent gathering is one of the best elements that can be applied by the DHS in order to come up with the right solutions that will stop or prevent external attacks and terrorism.
Capstone Project: Database Administrator
HRPO 2301
Capstone Project
Narrator: You are the head director at Vigo county tax and municipal services office, where new computer systems have created uneven workloads and ambiguous job responsibilities, have become a source of much contention in the office. These are your employees and here are their problems. First up, Janie.
Janie: Myra and Johnny have way too much free time to socialize and run personal errands while I do most of their job.
Myra: Okay, so maybe we do go out quite a bit. But we also have to complete tasks that should really be left to a data admin.
Johnny: That and our paychecks don't really reflect the added responsibilities of the data admin. The duties we have acquired over the years go way beyond the job descriptions in our employment contract
Narrator: Alistair, your database admin, doesn't seem to be having any problems at all.
Alistair: I'm not having any problems at all.
Narrator: OOF! It would appear you haven't updated the job descriptions for these positions in a number of years. Responsibilities have multiplied but the new boundaries of each job have yet to be defined. Judging by the conversations you've been having lately, it's high time you did something about it.
Running head: TERRORISM IN THE U.S.
6
TERRORISM IN THE U.S.
Terrorism in the U.S.
Terrorism in the U.S.
Introduction
My study focuses on the terrorist attack that took place on September 11, 2001 in multiple cities in the United States. The attack on the United States was brought on by Osama Bin Laden and his al-Qaeda organization as an act of terrorism. Almost three thousand people died that day in the World Trade Center, the Pentagon, and the airplanes that were hijacked. The ultimate effect that the attack had on the nation was immense, with reactions and effects still being present to this day.
For many people involved in the attacks, the shock triggered PTSD that must be treated to this day (Neria, DiGrandre, & Adams, 2011). Additionally, people who were there for support and aid, such as telecommunicators and social workers also suffered from effects like PTSD due to their exposure to the victims and their first-hand experiences (Lilly & Pierce, 2013).
Support groups were formed to help people grieve and cope with the loss of their loved ones. Different groups took different approaches, with all groups sharing the goal of keeping the memory of their loved ones alive. It is important to have different alternatives in terms of support for people that need help to deal with the harsh reality that is terrorism.
Another important detail to address that came upon as a result of the actions of Osama Bin Laden and al-Qaeda was xenophobia. Americans grew a certain fear and disrespect for all Middle Easterners and Muslims because it is the population that was blamed. American Muslims living in the U.S. were being harassed and treated unfairly as a result, although they.
Capstone Project: Database Administrator
HRPO 2301
Capstone Project
Narrator: You are the head director at Vigo county tax and municipal services office, where new computer systems have created uneven workloads and ambiguous job responsibilities, have become a source of much contention in the office. These are your employees and here are their problems. First up, Janie.
Janie: Myra and Johnny have way too much free time to socialize and run personal errands while I do most of their job.
Myra: Okay, so maybe we do go out quite a bit. But we also have to complete tasks that should really be left to a data admin.
Johnny: That and our paychecks don't really reflect the added responsibilities of the data admin. The duties we have acquired over the years go way beyond the job descriptions in our employment contract
Narrator: Alistair, your database admin, doesn't seem to be having any problems at all.
Alistair: I'm not having any problems at all.
Narrator: OOF! It would appear you haven't updated the job descriptions for these positions in a number of years. Responsibilities have multiplied but the new boundaries of each job have yet to be defined. Judging by the conversations you've been having lately, it's high time you did something about it.
Running head: TERRORISM IN THE U.S.
6
TERRORISM IN THE U.S.
Terrorism in the U.S.
Terrorism in the U.S.
Introduction
My study focuses on the terrorist attack that took place on September 11, 2001 in multiple cities in the United States. The attack on the United States was brought on by Osama Bin Laden and his al-Qaeda organization as an act of terrorism. Almost three thousand people died that day in the World Trade Center, the Pentagon, and the airplanes that were hijacked. The ultimate effect that the attack had on the nation was immense, with reactions and effects still being present to this day.
For many people involved in the attacks, the shock triggered PTSD that must be treated to this day (Neria, DiGrandre, & Adams, 2011). Additionally, people who were there for support and aid, such as telecommunicators and social workers also suffered from effects like PTSD due to their exposure to the victims and their first-hand experiences (Lilly & Pierce, 2013).
Support groups were formed to help people grieve and cope with the loss of their loved ones. Different groups took different approaches, with all groups sharing the goal of keeping the memory of their loved ones alive. It is important to have different alternatives in terms of support for people that need help to deal with the harsh reality that is terrorism.
Another important detail to address that came upon as a result of the actions of Osama Bin Laden and al-Qaeda was xenophobia. Americans grew a certain fear and disrespect for all Middle Easterners and Muslims because it is the population that was blamed. American Muslims living in the U.S. were being harassed and treated unfairly as a result, although they ...
SafeAssignCheckTestWaldorf - Waldorf SafeAssign Plagiarism Check Tool
SafeAssign Originality Report Generator I
Shamika Joneson Wed, Sep 04 2019, 6:08 AM
51% highest match
Submission ID: 988d7449-d3a4-4fa1-b655-9ed4ad976271
Attachments (1)
911.doc
51%
Word Count: 1,763
Attachment ID: 2087002171911.doc
Running head:
1
THE 9/11 ATTACK
1
1
THE 9/11 ATTACK
2
1
The 9/11 Attack
Shaimika Jones
Waldorf University
HLS 4302
Jamie Gauthier
September 17, 2019
The 9/11 attacks denote a series of coordinated attacks by members of the al-Qaeda in the United States. The incidents changed the American foreign and security policies in the efforts to safeguard domestic and international interests. It is noteworthy that the morning attack caused deaths, injuries, and damages to infrastructure. The perspective of the US citizens and government toward terrorism has changed over time; with more considerable efforts and finances put in place to contain the menace. Since the early 2000s, the US has dramatically concentrated on the fight against terrorism that has rocked and undermined global security. The report examines the environmental, political, economic, and sociological effects of the 9/11 attack. It will also evaluate the responses, lessons, and changes instituted by the policy-makers to deter such an eventuality in the future.
1
On September 11 2001, terrorists believed to be Al-Qaeda attacked the US after hijacking four commercial planes.
The main attack took place at America’s World Trade Centre (WTC).
Commonly referred to as the 9/11 attack, the disaster encompassed four coordinated assaults.
Over 2,990 people died while 6,000 got injured.
The attack caused the destruction of over 10 billion dollars.
The attack is among the worst and highly studied disasters in recent time in the United States of America. According to Rose, Oladosu, Lee, & Asay (2009), the 9/11 attack caused damages to infrastructure; hence, causing business disruptions of WTC firms and government agencies. The economic impacts also capture issues such as employment and business relocation costs. The fear of other attacks increased business risks; hence, pushed away some potential investors.
The attackers hijacked planes and used them to attack the American nation.
1
The rescue efforts started immediately after the WTC was hit by the first plane.
Local, state, and federal agencies, as well as private support groups, were involved in the rescue operations.
The federal government deployed its security agencies such as police, FBI, and the military to assist in the response efforts.
The New York City fire department sent hundreds of fire.
RESPONE TO EACH POST 100 WORDS MIN EACH1. The Nuclear .docxwilfredoa1
***RESPONE TO EACH POST 100 WORDS MIN EACH***
1. The Nuclear terrorist threat, even with today's countermeasures, is possible. Former United States president Barrack Obama in April 2009 warned that the terrorist threat using nuclear weaponry is real and that it is an immediate and extreme threat to global security. The Nuclear terrorist threat has different approaches or methods, such as bombs or an attack towards nuclear power plants or other nuclear installations, with the sole purpose of provoking a chain reaction that can result in a radioactive catastrophe. Furthermore, even when the United States Regulatory commission advertises that nuclear power plants can withstand even an aircraft crash, this could compromise the containment building's integrity. Also, radioactive waste stored in different portions of the mentioned powerplants can be targets of a terrorist groups unleashing up to five times radioactive waste as a reactor core. Moreover, Governmental studies reveal that highly organized terrorist groups could acquire Plutonium to create a crude nuclear bomb, a device built from stolen components or rich atomic material. The Nuclear threat is real, and even when strongly organized countries with nuclear weapon capabilities have prevention systems and countermeasures to prevent weapon proliferation, the danger is alarming. In 1993, the International Atomic Energy Agency reported more than 175 nuclear trafficking's 18 that involved highly enriched weapons with uranium or Plutonium. Furthermore, there is claims and report by the Russian general Alexander Lebed that 40 nuclear weapons are missing from the Russian Arsenal. However, a radioactive terrorist attack should not be only considered by the use of nuclear weaponry. An attempt at a nuclear installation is also a terrorist nuclear threat due to this can provoke the same or more damages than a bomb.
2. The threat of nuclear weapons acquired in the hands of terrorists is improbable, but still, the risk exist. According to the Department of Homeland Security, at a certain point, nuclear, radiological, biological, and chemical warfare represents a threat in terms of potentially harmful and fatal impacts on society and the economy (West, 2012). While at this time, there is no actual record of any terrorist organization ever acquiring nuclear weapons or materials, society still holds a fear of any terrorist organization having a position of said weapons. Terrorist organizations make unconfirmed claims of having nuclear weapons in place to disrupt a targeted society's peace of mind. According to the lesson, during the 20th century, nuclear weapons were a hot commodity on the black market (American Military University, 2020). However, they were nearly impossible to get a hold of, so radiological dispersal devices or dirty bombs were replacing them. The reasoning behind this would be the cost of purchasing, acquiring, and holding a nuclear device was too high for a well-funding terrori.
Create an analytical PowerPoint presentation with a minimum of 20 slides for the next incoming President and his or her transition team that outlines the necessary balance between homeland security and emergency management.
Include in your recommendations to the incoming POTUS the relationship between homeland security and emergency management.
Provide examples that support both your evaluation and recommendations using relevant theoretical foundations, current knowledge, and legal doctrine, from all of the following sources:
•The Bill of Rights
•The Geneva Conventions
•The Military Code of Conduct
•The Posse Comitatus Act
•The core purposes behind Homeland Security
Include the following in your presentation:
• A brief history of issues that have emerged regarding the relationship between homeland security and emergency management in the 9/11 environment
• The value of these issues as they relate to the disaster management cycle, e.g., mitigation, preparedness, response, and recovery
• The value of these issues as they relate to homeland security and emergency management
• The development of new protocols to improve the relationship between homeland security and emergency management
• Recommendations for effective decisions that create public value in the area of homeland security and emergency management
Terrorism and Criminal SEC400 Terrorism .docxmattinsonjanel
Terrorism and Criminal
SEC400 Terrorism and Criminal Activity Paper
Name
Class
Date
Professor
Terrorism and Criminal Activity Paper
Terrorism and criminal activity have many similarities in that the action of the criminal and the terrorist group are illegal, immoral, and result in victims but there are also distinct differences. Crime is an activity that goes against the laws of a society while terrorism can be supported by the state or government in which the terrorist operates. Terrorists are well trained groups that operate more like a military than a criminal group and commit violent crimes that are different from the violent crimes often time seen in the criminal element. The terrorist has a propensity for violence while not all crimes involve violent behavior.
Terrorist commit violent acts and even crimes to support a cause while criminal commit crimes for different motives, such as greed, jealousy, and anger. Terrorist groups emerge in a society where the group feels oppressed either politically or religiously (Gadek, 2008). These groups will form when members of the society experience the same anger and frustration at this oppression. Terrorist groups also form when their society is invaded by another country and their culture is threatened. Criminals commit crimes due to anger and frustration at their socioeconomic circumstances but will not commit acts of planned violence in order to make a statement to bring attention to their cause while the criminal takes steps to mask their crime.
Criminals will cover-up there fingerprints, where masks to hide their faces, or commit their crimes under the cover of darkness while the terrorist go to great lengths to bring attention to their actions to ensure their message can be spread. Terrorist groups have a specific agenda and will commit the greatest amount of destruction and violence in order to ensure that the media brings attention to their cause. Criminals operate in a specific geographical are while the terrorist conducts operations all over the globe, especially in westernized countries.
Prevention, Mitigation, and Enforcement Measures
Since the attacks on America on September 11, 2001 the focus of the government has been on developing antiterrorism measures that will prevent and effectively mitigate any further terrorist attacks. The first step of the government was to create the Department of Homeland Security in order to integrate federal agencies to ensure that intelligence warning about a potential attack does not go unnoticed, as in the case of 9/11. Failures in interagency communications led to a failure of the federal government to stop the terrorist attacks that killed over 3,000 Americans.
Homeland Security is designed to coordinate efforts to ensure that further terrorist attacks are prevented as well as to create an effective response system in the event of further terrorist attacks. Next the government created the USA P ...
ANSWER EACH QUESTION 100 WORDS MIN EACH1. The terrorist .docxSHIVA101531
**ANSWER EACH QUESTION 100 WORDS MIN EACH**
1. The terrorist organizations are more likely to obtain and use a biological weapons (BW) than a nuclear weapon. Col Alfred F. Abramson III stated that both civilian and military sources foresee that over the next decade the threat from proliferation of BW will increase significantly (2012). In my opinion, BW are more dangerous than nuclear weapons because they can persist and spread through a population. BW are easy to hide and difficult to detect such as plague and anthrax. Biological weapons include any microorganism that can cause illness or death. These agents include viruses, bacteria, fungi, and toxins cultured from living organisms. They are invisible, odorless, tasteless, and can be spread silently likely go unnoticed (Abramson, 2012). Person may not experience symptoms immediately after being exposed to the agents and each agent has a different exposure period before infection. When use by terrorists it can be disseminate through a variety of means such as aerosol sprays or put into food or water. The devastating consequences of our current covid-19 pandemic for individuals, families, countries as whole offers vivid proof that microorganism could be just as destructive and terrifying; more so than the nuclear weapons. The threat of nuclear weapons by non-state actors remains low, it demands a considerable amount of time, skill sets, funding and specialized equipment or tools to handle these complex weapons (Abramson, 2012). BW possession by hostile states and terrorist groups represent one of the greatest security challenges facing the U.S. Homeland Security Enterprise (HSE). My prediction is that the modern BW can be so deadly that our immune system may response to them. From our current pandemic, developing a much more global governance of biosafety than exists at present is an urgent need for not just the U.S. government but for the international community.
2. The last major bioterrorism attack against the United States occurred in the chaotic weeks following 9/11; envelopes containing spores of Anthrax were sent around the country, killing five and sending more than a dozen into serious illness (Funk, 2018). While this was the last major attack of this kind, it certainly will not be the last, nor was it the first; the history of weaponizing biological agents stretches back to medieval times. There are four key factors in determining the effectiveness of a response to a biological attack. The first, speed of detection, deals with the government's ability to recognize an attack as such, and that it is not simply a natural outbreak of disease. The second, accuracy of identification, simply measures the accuracy with which investigators can identify what pathogen is in play. The third factor is the effectiveness of containing the contamination, while the fourth is neutralizing the effects of the pathogen (Abramson, 2012). In evaluating the possibility of terrorists using a biologic.
Running head ISOL 534 – Application Security 1Running head.docxwlynn1
Running head: ISOL 534 – Application Security 1
Running head: ISOL 534 – Application Security 2
Week-2 Research Paper Topic
Name: Nikhil Vasani
Course: ISOL-534
Professor: Dr. Jerry Alsay
University of the Cumberland
May 23, 2019
Introduction
The topic of security has been an issue for many countries and citizens alike as countries struggle to root out the vice of insecurity that is posing a great threat especially during this technological era where everything is virtually done online. Today every country around the world is grappling with keeping its citizens and institutions safe from external attacks and threats. Some of these threats could be motivated by various factors ranging from political, economic and social issues which make individuals or groups plan some sort of leveling score mission. If we were to review history in the early days during the 17th and 18th century the issues of insecurity among various nations were in existence but not at the height it is in the wake of the 21st century. Those days’ strategic alliances worked best in culminating threats of external and internal invasion, various leaders would call for peaceful resolution of the indifference that might exist between or among groups of nations. The mode or means of attack was not as sophisticated as it today since the only way terrorists would invade empires those days were through the physical means of actually leading an invasion group or plotting with a team on the ground to execute their plan.
Today this tactic has changed leaving institutions mandated with protecting our boundaries and keeping the people safe with a huge task of coming up with various ways of knowing how, where and when the security threats might actually occur. Some of the world leading security institutions that have earned a name for themselves are the homeland security, the Federal Bureau of Investigation FBI and Scotland Yard. These institutions have in the recent past prevented so many attacks plotted against the United States of America and many countries around the world through tapping the wide insecurity network around the world.
Background research
The issue of terrorism and external attacks has led to numerous loss of lives and property and must be cubed and properly managed using the most efficient methods so as to ensure proper security. It is evident that terrorists no longer use outdated strategies while carrying out attacks. With technology evolving with time, they have learned and mastered the use of new technology and have succeeded in coming up with some of the toughest attacks to prevent. Therefore, the DHS is left with a tough task and must improvise some of the best tactics in their strategic plan so as to have a proper chance in managing the situation. The intelligent gathering is one of the best elements that can be applied by the DHS in order to come up with the right solutions that will stop or prevent external attacks and terrorism.
Capstone Project: Database Administrator
HRPO 2301
Capstone Project
Narrator: You are the head director at Vigo county tax and municipal services office, where new computer systems have created uneven workloads and ambiguous job responsibilities, have become a source of much contention in the office. These are your employees and here are their problems. First up, Janie.
Janie: Myra and Johnny have way too much free time to socialize and run personal errands while I do most of their job.
Myra: Okay, so maybe we do go out quite a bit. But we also have to complete tasks that should really be left to a data admin.
Johnny: That and our paychecks don't really reflect the added responsibilities of the data admin. The duties we have acquired over the years go way beyond the job descriptions in our employment contract
Narrator: Alistair, your database admin, doesn't seem to be having any problems at all.
Alistair: I'm not having any problems at all.
Narrator: OOF! It would appear you haven't updated the job descriptions for these positions in a number of years. Responsibilities have multiplied but the new boundaries of each job have yet to be defined. Judging by the conversations you've been having lately, it's high time you did something about it.
Running head: TERRORISM IN THE U.S.
6
TERRORISM IN THE U.S.
Terrorism in the U.S.
Terrorism in the U.S.
Introduction
My study focuses on the terrorist attack that took place on September 11, 2001 in multiple cities in the United States. The attack on the United States was brought on by Osama Bin Laden and his al-Qaeda organization as an act of terrorism. Almost three thousand people died that day in the World Trade Center, the Pentagon, and the airplanes that were hijacked. The ultimate effect that the attack had on the nation was immense, with reactions and effects still being present to this day.
For many people involved in the attacks, the shock triggered PTSD that must be treated to this day (Neria, DiGrandre, & Adams, 2011). Additionally, people who were there for support and aid, such as telecommunicators and social workers also suffered from effects like PTSD due to their exposure to the victims and their first-hand experiences (Lilly & Pierce, 2013).
Support groups were formed to help people grieve and cope with the loss of their loved ones. Different groups took different approaches, with all groups sharing the goal of keeping the memory of their loved ones alive. It is important to have different alternatives in terms of support for people that need help to deal with the harsh reality that is terrorism.
Another important detail to address that came upon as a result of the actions of Osama Bin Laden and al-Qaeda was xenophobia. Americans grew a certain fear and disrespect for all Middle Easterners and Muslims because it is the population that was blamed. American Muslims living in the U.S. were being harassed and treated unfairly as a result, although they.
Capstone Project: Database Administrator
HRPO 2301
Capstone Project
Narrator: You are the head director at Vigo county tax and municipal services office, where new computer systems have created uneven workloads and ambiguous job responsibilities, have become a source of much contention in the office. These are your employees and here are their problems. First up, Janie.
Janie: Myra and Johnny have way too much free time to socialize and run personal errands while I do most of their job.
Myra: Okay, so maybe we do go out quite a bit. But we also have to complete tasks that should really be left to a data admin.
Johnny: That and our paychecks don't really reflect the added responsibilities of the data admin. The duties we have acquired over the years go way beyond the job descriptions in our employment contract
Narrator: Alistair, your database admin, doesn't seem to be having any problems at all.
Alistair: I'm not having any problems at all.
Narrator: OOF! It would appear you haven't updated the job descriptions for these positions in a number of years. Responsibilities have multiplied but the new boundaries of each job have yet to be defined. Judging by the conversations you've been having lately, it's high time you did something about it.
Running head: TERRORISM IN THE U.S.
6
TERRORISM IN THE U.S.
Terrorism in the U.S.
Terrorism in the U.S.
Introduction
My study focuses on the terrorist attack that took place on September 11, 2001 in multiple cities in the United States. The attack on the United States was brought on by Osama Bin Laden and his al-Qaeda organization as an act of terrorism. Almost three thousand people died that day in the World Trade Center, the Pentagon, and the airplanes that were hijacked. The ultimate effect that the attack had on the nation was immense, with reactions and effects still being present to this day.
For many people involved in the attacks, the shock triggered PTSD that must be treated to this day (Neria, DiGrandre, & Adams, 2011). Additionally, people who were there for support and aid, such as telecommunicators and social workers also suffered from effects like PTSD due to their exposure to the victims and their first-hand experiences (Lilly & Pierce, 2013).
Support groups were formed to help people grieve and cope with the loss of their loved ones. Different groups took different approaches, with all groups sharing the goal of keeping the memory of their loved ones alive. It is important to have different alternatives in terms of support for people that need help to deal with the harsh reality that is terrorism.
Another important detail to address that came upon as a result of the actions of Osama Bin Laden and al-Qaeda was xenophobia. Americans grew a certain fear and disrespect for all Middle Easterners and Muslims because it is the population that was blamed. American Muslims living in the U.S. were being harassed and treated unfairly as a result, although they ...
SafeAssignCheckTestWaldorf - Waldorf SafeAssign Plagiarism Check Tool
SafeAssign Originality Report Generator I
Shamika Joneson Wed, Sep 04 2019, 6:08 AM
51% highest match
Submission ID: 988d7449-d3a4-4fa1-b655-9ed4ad976271
Attachments (1)
911.doc
51%
Word Count: 1,763
Attachment ID: 2087002171911.doc
Running head:
1
THE 9/11 ATTACK
1
1
THE 9/11 ATTACK
2
1
The 9/11 Attack
Shaimika Jones
Waldorf University
HLS 4302
Jamie Gauthier
September 17, 2019
The 9/11 attacks denote a series of coordinated attacks by members of the al-Qaeda in the United States. The incidents changed the American foreign and security policies in the efforts to safeguard domestic and international interests. It is noteworthy that the morning attack caused deaths, injuries, and damages to infrastructure. The perspective of the US citizens and government toward terrorism has changed over time; with more considerable efforts and finances put in place to contain the menace. Since the early 2000s, the US has dramatically concentrated on the fight against terrorism that has rocked and undermined global security. The report examines the environmental, political, economic, and sociological effects of the 9/11 attack. It will also evaluate the responses, lessons, and changes instituted by the policy-makers to deter such an eventuality in the future.
1
On September 11 2001, terrorists believed to be Al-Qaeda attacked the US after hijacking four commercial planes.
The main attack took place at America’s World Trade Centre (WTC).
Commonly referred to as the 9/11 attack, the disaster encompassed four coordinated assaults.
Over 2,990 people died while 6,000 got injured.
The attack caused the destruction of over 10 billion dollars.
The attack is among the worst and highly studied disasters in recent time in the United States of America. According to Rose, Oladosu, Lee, & Asay (2009), the 9/11 attack caused damages to infrastructure; hence, causing business disruptions of WTC firms and government agencies. The economic impacts also capture issues such as employment and business relocation costs. The fear of other attacks increased business risks; hence, pushed away some potential investors.
The attackers hijacked planes and used them to attack the American nation.
1
The rescue efforts started immediately after the WTC was hit by the first plane.
Local, state, and federal agencies, as well as private support groups, were involved in the rescue operations.
The federal government deployed its security agencies such as police, FBI, and the military to assist in the response efforts.
The New York City fire department sent hundreds of fire.
RESPONE TO EACH POST 100 WORDS MIN EACH1. The Nuclear .docxwilfredoa1
***RESPONE TO EACH POST 100 WORDS MIN EACH***
1. The Nuclear terrorist threat, even with today's countermeasures, is possible. Former United States president Barrack Obama in April 2009 warned that the terrorist threat using nuclear weaponry is real and that it is an immediate and extreme threat to global security. The Nuclear terrorist threat has different approaches or methods, such as bombs or an attack towards nuclear power plants or other nuclear installations, with the sole purpose of provoking a chain reaction that can result in a radioactive catastrophe. Furthermore, even when the United States Regulatory commission advertises that nuclear power plants can withstand even an aircraft crash, this could compromise the containment building's integrity. Also, radioactive waste stored in different portions of the mentioned powerplants can be targets of a terrorist groups unleashing up to five times radioactive waste as a reactor core. Moreover, Governmental studies reveal that highly organized terrorist groups could acquire Plutonium to create a crude nuclear bomb, a device built from stolen components or rich atomic material. The Nuclear threat is real, and even when strongly organized countries with nuclear weapon capabilities have prevention systems and countermeasures to prevent weapon proliferation, the danger is alarming. In 1993, the International Atomic Energy Agency reported more than 175 nuclear trafficking's 18 that involved highly enriched weapons with uranium or Plutonium. Furthermore, there is claims and report by the Russian general Alexander Lebed that 40 nuclear weapons are missing from the Russian Arsenal. However, a radioactive terrorist attack should not be only considered by the use of nuclear weaponry. An attempt at a nuclear installation is also a terrorist nuclear threat due to this can provoke the same or more damages than a bomb.
2. The threat of nuclear weapons acquired in the hands of terrorists is improbable, but still, the risk exist. According to the Department of Homeland Security, at a certain point, nuclear, radiological, biological, and chemical warfare represents a threat in terms of potentially harmful and fatal impacts on society and the economy (West, 2012). While at this time, there is no actual record of any terrorist organization ever acquiring nuclear weapons or materials, society still holds a fear of any terrorist organization having a position of said weapons. Terrorist organizations make unconfirmed claims of having nuclear weapons in place to disrupt a targeted society's peace of mind. According to the lesson, during the 20th century, nuclear weapons were a hot commodity on the black market (American Military University, 2020). However, they were nearly impossible to get a hold of, so radiological dispersal devices or dirty bombs were replacing them. The reasoning behind this would be the cost of purchasing, acquiring, and holding a nuclear device was too high for a well-funding terrori.
Create an analytical PowerPoint presentation with a minimum of 20 slides for the next incoming President and his or her transition team that outlines the necessary balance between homeland security and emergency management.
Include in your recommendations to the incoming POTUS the relationship between homeland security and emergency management.
Provide examples that support both your evaluation and recommendations using relevant theoretical foundations, current knowledge, and legal doctrine, from all of the following sources:
•The Bill of Rights
•The Geneva Conventions
•The Military Code of Conduct
•The Posse Comitatus Act
•The core purposes behind Homeland Security
Include the following in your presentation:
• A brief history of issues that have emerged regarding the relationship between homeland security and emergency management in the 9/11 environment
• The value of these issues as they relate to the disaster management cycle, e.g., mitigation, preparedness, response, and recovery
• The value of these issues as they relate to homeland security and emergency management
• The development of new protocols to improve the relationship between homeland security and emergency management
• Recommendations for effective decisions that create public value in the area of homeland security and emergency management
Terrorism and Criminal SEC400 Terrorism .docxmattinsonjanel
Terrorism and Criminal
SEC400 Terrorism and Criminal Activity Paper
Name
Class
Date
Professor
Terrorism and Criminal Activity Paper
Terrorism and criminal activity have many similarities in that the action of the criminal and the terrorist group are illegal, immoral, and result in victims but there are also distinct differences. Crime is an activity that goes against the laws of a society while terrorism can be supported by the state or government in which the terrorist operates. Terrorists are well trained groups that operate more like a military than a criminal group and commit violent crimes that are different from the violent crimes often time seen in the criminal element. The terrorist has a propensity for violence while not all crimes involve violent behavior.
Terrorist commit violent acts and even crimes to support a cause while criminal commit crimes for different motives, such as greed, jealousy, and anger. Terrorist groups emerge in a society where the group feels oppressed either politically or religiously (Gadek, 2008). These groups will form when members of the society experience the same anger and frustration at this oppression. Terrorist groups also form when their society is invaded by another country and their culture is threatened. Criminals commit crimes due to anger and frustration at their socioeconomic circumstances but will not commit acts of planned violence in order to make a statement to bring attention to their cause while the criminal takes steps to mask their crime.
Criminals will cover-up there fingerprints, where masks to hide their faces, or commit their crimes under the cover of darkness while the terrorist go to great lengths to bring attention to their actions to ensure their message can be spread. Terrorist groups have a specific agenda and will commit the greatest amount of destruction and violence in order to ensure that the media brings attention to their cause. Criminals operate in a specific geographical are while the terrorist conducts operations all over the globe, especially in westernized countries.
Prevention, Mitigation, and Enforcement Measures
Since the attacks on America on September 11, 2001 the focus of the government has been on developing antiterrorism measures that will prevent and effectively mitigate any further terrorist attacks. The first step of the government was to create the Department of Homeland Security in order to integrate federal agencies to ensure that intelligence warning about a potential attack does not go unnoticed, as in the case of 9/11. Failures in interagency communications led to a failure of the federal government to stop the terrorist attacks that killed over 3,000 Americans.
Homeland Security is designed to coordinate efforts to ensure that further terrorist attacks are prevented as well as to create an effective response system in the event of further terrorist attacks. Next the government created the USA P ...
ANSWER EACH QUESTION 100 WORDS MIN EACH1. The terrorist .docxSHIVA101531
**ANSWER EACH QUESTION 100 WORDS MIN EACH**
1. The terrorist organizations are more likely to obtain and use a biological weapons (BW) than a nuclear weapon. Col Alfred F. Abramson III stated that both civilian and military sources foresee that over the next decade the threat from proliferation of BW will increase significantly (2012). In my opinion, BW are more dangerous than nuclear weapons because they can persist and spread through a population. BW are easy to hide and difficult to detect such as plague and anthrax. Biological weapons include any microorganism that can cause illness or death. These agents include viruses, bacteria, fungi, and toxins cultured from living organisms. They are invisible, odorless, tasteless, and can be spread silently likely go unnoticed (Abramson, 2012). Person may not experience symptoms immediately after being exposed to the agents and each agent has a different exposure period before infection. When use by terrorists it can be disseminate through a variety of means such as aerosol sprays or put into food or water. The devastating consequences of our current covid-19 pandemic for individuals, families, countries as whole offers vivid proof that microorganism could be just as destructive and terrifying; more so than the nuclear weapons. The threat of nuclear weapons by non-state actors remains low, it demands a considerable amount of time, skill sets, funding and specialized equipment or tools to handle these complex weapons (Abramson, 2012). BW possession by hostile states and terrorist groups represent one of the greatest security challenges facing the U.S. Homeland Security Enterprise (HSE). My prediction is that the modern BW can be so deadly that our immune system may response to them. From our current pandemic, developing a much more global governance of biosafety than exists at present is an urgent need for not just the U.S. government but for the international community.
2. The last major bioterrorism attack against the United States occurred in the chaotic weeks following 9/11; envelopes containing spores of Anthrax were sent around the country, killing five and sending more than a dozen into serious illness (Funk, 2018). While this was the last major attack of this kind, it certainly will not be the last, nor was it the first; the history of weaponizing biological agents stretches back to medieval times. There are four key factors in determining the effectiveness of a response to a biological attack. The first, speed of detection, deals with the government's ability to recognize an attack as such, and that it is not simply a natural outbreak of disease. The second, accuracy of identification, simply measures the accuracy with which investigators can identify what pathogen is in play. The third factor is the effectiveness of containing the contamination, while the fourth is neutralizing the effects of the pathogen (Abramson, 2012). In evaluating the possibility of terrorists using a biologic.
Running head WHISTLE-BLOWING A CASE STUDY OF THE NSA AND SNOWD.docxrtodd599
Running head: WHISTLE-BLOWING: A CASE STUDY OF THE NSA AND SNOWDEN
1
WHISTLE-BLOWING: A CASE STUDY OF THE NSA AND SNOWDEN
2
The Ethics of Whistle-Blowing: A Case Study of the NSA and Snowden
The right to privacy is an emotive aspect of public life across American society. The significance of the right gained added importance in the face of the government crackdown on terrorism. The so-called War on Terror that began in the aftermath of the September 11 terrorist attacks in the United States included government collection of massive information relating to its citizens and abroad. The global surveillance adopted by U.S security agents permeated the private sphere of American citizens raising a critical question on government overreach in the fight against terrorism. While the essence of privacy was not in question, the debate has often surrounded the ethics of collecting private data on millions of Americans without their knowledge. The 2013 global surveillance disclosures by Edward Snowden, a former employee of the NSA raised fundamental ethical questions on the role of whistle blowing and its implications for the whistle blower. Equally important is the conflicting view on the morality of Snowden’s action given the security implications for disclosing such a large amount of information touching on the country’s security. Although the United States Constitution does not expressly state the right to privacy, the Fourth Amendment alludes to this fact stating:
“The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized" [CITE]
Whistle blowing refers to the decision to call attention to misconduct within an organization by its current or former employee. The Government Accountability Project elaborates on the different ways an employee can whistle-blow. An employee may choose to report the wrong doing directly to state authorities. Alternatively, employees may report misconduct to a superior or refuse to participate in the unethical behavior. Snowden discovered that the Unites States government was actively engaged in activities that grossly violated ethical and legal provisions. The former employee decided to leak the massive information to the media creating unprecedented domestic and diplomatic crisis that threatened to injure the standing of the country in the international community. Although the U.S government termed the action of Snowden as an illegality and opened criminal proceedings against him, many have termed the act as appropriate because it reflected the interests of the public.
The government procedure on reporting unethical behavior requires employees to first report suspected misconduct to their superiors. The government accused Snowden of failing to fo.
Running head ASSIGNMENT 4ASSIGNMENT 4Assignment 4 Da.docxjoellemurphey
Running head: ASSIGNMENT 4
ASSIGNMENT 4
Assignment 4: Data Collection
Student Name
Affiliate Institution
Evidence-based researched data to indicate there is a problem
Terrorism is considered a historical and major problem for the U.S. Since 2001, the significance of the problem has increased. Therefore, several organizations and facilities collect and store terrorism data for events like attempted and occurred activities. The main data source for terrorism activities is the U.S. Department of Homeland Security. The mandate of this arm of government is to protect Americans both in locally and internationally against crime activities but terrorism seems the greatest enemy of American citizen wherever they are in the world.
Numerous and most useful data for terrorism is found from the following federal agency and private databases:
· The National Security Agency (NSA)
· Federal Bureau of Investigation (FBI)
· National Consortium for the Study of Terrorism and Response to Terrorism (NCSTRT) and
· Global Terrorism Database (GTD). (FBI, 2014; GTD, 2014)
Information from the above databases are analyzed to present diverse quantitative and qualitative terrorism data that cover several years including life threats to the U.S. soil. According to these databases, terrorism is an old problem and continues to intensify due to availability of uninterrupted new technology as well as growing financial power of their organizations. The Federal Agencies data bases provide information on terrorism activities and information on several strategies that have been used in the past and are currently used to curb the vice (FBI, 2014).
The other terrorist’s data sources are the media agencies. News agencies such as online newspapers and broadcasting corporations provide terrorism data as it occurs. Although these agencies might not provide analyzed data, their role is to increase public awareness about terrorism occurrences and development.
References
Federal Bureau of Investigation (2014). Crime Statistics. Retrieved on May 22, 2015 from http://www.fbi.gov/stats-services/crimestats
Global Terrorism Database (2014). Overview of the GTD. Retrieved on May 22, 2015 from http://www.start.umd.edu/gtd/about/
2
Running Head: Terrorism Stakeholders
Terrorism
Terrorism Stakeholders
Student name
Affiliate Institution
Terrorism
Modern day terrorism has caused sufficient harm to the society both in the political, social and the economic sectors. External and internal forces have influenced terrorism activities within the governments therefore increasing the intensity of the terrorism acts (Chong, 2007). After the terror attack that occurred in the U.S on the 9/11, 2001, it was realised that there have been low information sharing amongst the agencies that conducts the security surveillance of the country. Various institutions and agencies directly or indirectly are linked to the terrorist attack that takes p ...
Justin BennettTerrorism is one of the six strategic risk that is.docxtawnyataylor528
Justin Bennett
Terrorism is one of the six strategic risk that is found in the 2014 Quadrennial Homeland Security Review. Ever since the catastrophic events that occurred on September 11, 2001, the entire outlook on terrorism has changed and the security of the nation is ever changing to fulfill terrorist tactics. According to the 2014 QHSR, the terrorist threat is evolving and remains significant as attack planning and operations become more decentralized (2014). On that note, United States critical infrastructure has always been a major target towards terrorism. It is essential that it is protected at all times. The nation’s critical infrastructure is extremely vital to the country. “Critical Infrastructure” is defined as “systems and assets, whether physical or virtual, so vital to the United States that the incapacity or destruction of such systems and assets would have a debilitating impact on the security, national economic security, national health or safety, or any combination of those matters (DHS 2013).If the terrorist threat is not handled properly at the national level, there will be severe consequences.
To begin with, the majority of critical infrastructure is owned by the private sector but it is the job of the federal, state, local, and private sectors to all collaborate to achieve the goal and remain resilient against terrorist activity. Terrorist activity has major impacts on the country in a general sense and an even greater impact against critical infrastructure. Some of the major consequences at the national level would include physical, psychological, economical issues within the country. The physical consequences would include the damage against the infrastructures that where struck and the innocent citizens who may of possibly been killed by the terrorist. Further, the psychological consequences would include those who were impacted by the terrorist attack ranging from the people who were actually at the scene, the family members of the attacked individuals, the critical infrastructure employees, the government officials dealing with the situation and many more. Moving on, economic consequences can impact the entire nation as well depending on the amount of physical damage done and which critical infrastructure was impacted. In addition, an attack one of the nation’s critical infrastructure assets can impact other critical infrastructure. For instance, if the Energy Sector is taken out, the Communications sector may have problems along with the Financial Sector because both of those sectors need the resources provided by the Energy Sector.
In my opinion, I believe the risk of terrorist attacks are being adequately addressed. The reason why I believe so is there hasn’t been a successful major terrorist attack as catastrophic as 9/11 since that day. Yes, there has been several lone wolf attacks that have succeeded but those are extremely hard to stop due to its unpredictability. Overall, the majority off attacks that hav ...
AMERICAN PUBLIC UNIVERSITY SYSTEMFINAL PAPER.docxnettletondevon
AMERICAN PUBLIC UNIVERSITY SYSTEM
FINAL PAPER
KAELA SEAY
INTL434: Threat Analysis
26 February 2017
FINAL PAPER: ESSAY QUESTION ONE
Throughout history, threats have evolved significantly. Following the terrorist attacks on September 11th, 2001, the face of threats began to change. Traditionally, threats originated from other nation and nation-states’ military forces. However, threats can now originate from a plethora of other, non-traditional sources that can potentially pose a far more dangerous threat. The infinite possibilities of threat that can be faced forces the United States government to analyze these new threats, their capabilities, and how they need to adjust their approach to better detect, prevent, and combat them. This essay will discuss where non-traditional threats may originate, how capable they are, how the United States government should approach them, and the problems they may face when doing so.
Today, the United States government faces many threats from non-state actors. Non-states can be anything a nation-state is not. Non-state threats are considered non-traditional threats, which makes analyzing them more difficult. These new, non-state actor threats can originate from one of the following sources: terrorist organization, criminal organizations, private organizations, extremist activist groups, lone wolf actors, and even pirates. Today, one of the largest threats the United States finds itself faced with is terrorist that originates from terrorist organizations. Non-traditional threats have presented the United States “with adversaries that are constantly changing and adapting to their environment and who will present fewer obvious patterns to analyze” (Haddock, n.d.). With the endless number of possible threats the United States is faced with, it would be impractical for the United States government to approach all non-state actor threats unilaterally.
Non-state actors have evolved into extremely capable and resourceful entities. “International terrorism once threatened Americans only when they were outside the country. Today international terrorists attack us on our own soil” (Countering the Changing Threat of International Terrorism, n.d.). One of the most common examples of a terrorist organization that the United States has faced threats from is Al Qaeda. Non-state actors such as Al Qaeda have similar characteristics, which include: international operations, funding, and logistical networks, less dependence on state sponsors, developed communication technologies, and lethal objectives (Countering the Changing Threat of International Terrorism, n.d.). Due to the capabilities of non-state actors, the United States government must look to international cooperation to detect, prevent, and combat these non-traditional threats.
Detecting, preventing, and combatting non-traditional threats from non-state actors such as terrorism is no easy task. Following the terrorist attacks on September 11th, 2001, the Uni.
Elementary CurriculaBoth articles highlight the fact that middle.docxtoltonkendal
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docxtoltonkendal
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docxtoltonkendal
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docxtoltonkendal
Elevated Blood Lead Levels in Children Associated
With the Flint Drinking Water Crisis: A Spatial
Analysis of Risk and Public Health Response
Mona Hanna-Attisha, MD, MPH, Jenny LaChance, MS, Richard Casey Sadler, PhD, and Allison Champney Schnepp, MD
Objectives. We analyzed differences in pediatric elevated blood lead level incidence
before and after Flint, Michigan, introduced a more corrosive water source into an aging
water system without adequate corrosion control.
Methods. We reviewed blood lead levels for children younger than 5 years before
(2013) and after (2015) water source change in Greater Flint, Michigan. We assessed the
percentage of elevated blood lead levels in both time periods, and identified geo-
graphical locations through spatial analysis.
Results. Incidence of elevated blood lead levels increased from 2.4% to 4.9% (P < .05)
after water source change, and neighborhoods with the highest water lead levels ex-
perienced a 6.6% increase. No significant change was seen outside the city. Geospatial
analysis identified disadvantaged neighborhoods as having the greatest elevated blood
lead level increases and informed response prioritization during the now-declared public
health emergency.
Conclusions. The percentage of children with elevated blood lead levels increased
after water source change, particularly in socioeconomically disadvantaged neighbor-
hoods. Water is a growing source of childhood lead exposure because of aging infra-
structure. (Am J Public Health. 2016;106:283–290. doi:10.2105/AJPH.2015.303003)
See also Rosner, p. 200.
In April 2014, the postindustrial city ofFlint, Michigan, under state-appointed
emergency management, changed its water
supply from Detroit-supplied Lake Huron
water to the Flint River as a temporary
measure, awaiting a new pipeline to Lake
Huron in 2016. Intended to save money, the
change in source water severed a half-
century relationship with the Detroit Water
and Sewage Department. Shortly after the
switch to Flint River water, residents voiced
concerns regarding water color, taste, and
odor, and various health complaints in-
cluding skin rashes.1 Bacteria, including
Escherichia coli, were detected in the distri-
bution system, resulting in Safe Drinking
Water Act violations.2 Additional disinfec-
tion to control bacteria spurred formation of
disinfection byproducts including total tri-
halomethanes, resulting in Safe Drinking
Water Act violations for trihalomethane
levels.2
Water from the Detroit Water and
Sewage Department had very low corrosivity
for lead as indicated by low chloride, low
chloride-to-sulfate mass ratio, and presence
of an orthophosphate corrosion inhibitor.3,4
By contrast, Flint River water had high
chloride, high chloride-to-sulfate mass ratio,
and no corrosion inhibitor.5 Switching
from Detroit’s Lake Huron to Flint River
water created a perfect storm for lead leach-
ing into drinking water.6 The aging Flint
water distribution system contains a hig.
Elements of the Communication ProcessIn Chapter One, we learne.docxtoltonkendal
Elements of the Communication Process
In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process.
For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback.
"Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again.
1. Contexts
a. Physical
b. Social
c. Historical
d. Psychological
2. Participants
3. Channels
4. Message
5. Interference (Noise)
6. Feedback
.
Elements of Music #1 Handout1. Rhythm the flow of music in te.docxtoltonkendal
Elements of Music #1 Handout
1. Rhythm
the flow of music in terms of time
2. Beat
the pulse that recurs regularly in music
3. Meter
the regular pattern of stressed and unstressed beats
4. Tempo
the speed of the beats in a piece of music
5. Polyrhythm
two or more rhythm patterns occurring simultaneously
6. Pitch
the perceived highness or lowness of a musical sound
7. Melody
a series of consecutive pitches that form a cohesive musical entity
8. Counterpoint
two or more independent lines with melodic character occurring at the same time
9. Harmony
the simultaneous sounds of several pitches, usually in accompanying a melody
10. Dynamics
the amount of loudness in music
11. Timbre
tone quality or tone color in music
12. Form
the pattern or plan of a musical work
Framework for Improving
Critical Infrastructure Cybersecurity
Version 1.1
National Institute of Standards and Technology
April 16, 2018
April 16, 2018 Cybersecurity Framework Version 1.1
This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii
No t e t o Rea d er s o n t h e U p d a t e
Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which
was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1.
Version 1.1 is intended to be implemented by first-time and current Framework users. Current
users should be able to implement Version 1.1 with minimal or no disruption; compatibility with
Version 1.0 has been an explicit objective.
The following table summarizes the changes made between Version 1.0 and Version 1.1.
Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1.
Update Description of Update
Clarified that terms like
“compliance” can be
confusing and mean
something very different
to various Framework
stakeholders
Added clarity that the Framework has utility as a structure and
language for organizing and expressing compliance with an
organization’s own cybersecurity requirements. However, the
variety of ways in which the Framework can be used by an
organization means that phrases like “compliance with the
Framework” can be confusing.
A new section on self-
assessment
Added Section 4.0 Self-Assessing Cybersecurity Risk with the
Framework to explain how the Framework can be used by
organizations to understand and assess their cybersecurity risk,
including the use of measurements.
Greatly expanded
explanation of using
Framework for Cyber
Supply Chain Risk
Management purposes
An expanded Section 3.3 Communicating Cybersecurity
Requirements with Stakeholders helps users better understand
Cyber Supply Chain Risk Management (SCRM), while a new
Section 3.4 Buying Decisions highlights use of the Framework
in understanding risk associated with commercial off-the-shelf
products and services. Additional Cyber SCRM criteria we.
Elements of Music Report InstrumentsFor the assignment on the el.docxtoltonkendal
Elements of Music Report Instruments
For the assignment on the elements of music, students will write a report with a minimum of 300 words.
Students must select one element of music that they consider to be the most important element:
Melody
Rhythm
Harmony
Form
When writing the report, be sure you address the following questions:
Why did you select this element from among all the rest?
Do you think that all kinds of music could exist without your selected element? Elaborate on your view.
Describe a piece of music that highlights the use of your selected element.
I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works!
Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research.
.
Elements of GenreAfter watching three of the five .docxtoltonkendal
Elements of Genre
After watching three of the five movie clips listed in the
Multimedia
section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations?
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
.
Elements of DesignDuring the process of envisioning and designing .docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docxtoltonkendal
Elements of Critical Thinking [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, in preparation for discussing the importance of critical thinking skills,
Read the articles
Common Misconceptions of Critical Thinking
Combating Fake News in the Digital Age
6 Critical Thinking Skills You Need to Master Now (Links to an external site.)
Teaching and Learning in a Post-Truth world: It’s Time for Schools to Upgrade and Reinvest in Media Literacy Lessons
Critical Thinking and the Challenges of Internet (Links to an external site.)
Watch the videos
Fake News: Part 1 (Links to an external site.)
Critical Thinking
(Links to an external site.)
Review the resources
Critical Thinking Skills (Links to an external site.)
Valuable Intellectual Traits (Links to an external site.)
Critical Thinking Web (Links to an external site.)
Reflect:
Reflect on the characteristics of a critical thinker. Critical thinking gets you involved in a dialogue with the ideas you read from others in this class. To be a critical thinker, you need to be able to summarize, analyze, hypothesize, and evaluate new information that you encounter.
Write:
For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to your Final Paper topic. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.
Explain at least five elements of critical thinking that you found in the reading material.
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see
In-Text Citation Helper (Links to an external site.)
) and references (see
Formatting Your References List (Links to an external site.)
).
Reflecting on General Education and Career [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, read the articles
Teaching Writing S.
Elements of DesignDuring the process of envisioning and design.docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docxtoltonkendal
Elements of a contact due 16 Oct
Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions:
1. What were the terms of the contract between Campbell and the Wentzes?
2. Did the Wentzes perform under the contract?
3. Did the court find specific performance to be an adequate legal remedy in this case?
4. Why did the court refuse to help Campbell in enforcing its legal contract?
5. How could Campbell change its contract in the future so as to avoid the unconsionability problem?
Facts:
Per
a
written
contract
between
Campbell
Soup
Company
(a
New
Jersey
company)
and
the
Wentzes
(carrot
farmers
in
Pennsylvania),
the
Wentzes
would
deliver
to
Campbell
all
the
Chantenay
red
cored
carrots
to
be
grown
on
the
Wentz
farm
during
the
1947
season.
The
contract
price
for
the
carrots
was
$30
per
ton.
The
contract
between
Campbell
Soup
and
all
sellers
of
carrots
was
drafted
by
Campbell
and
it
had
a
provision
that
prohibited
farmers/sellers
from
selling
their
carrots
to
anyone
else,
except
those
carrots
that
were
rejected
by
Campbell.
The
contract
also
had
a
liquidated
damages
provision
of
$50
per
ton
if
the
seller
breached,
but
it
had
no
similar
provision
in
the
event
Campbell
breached.
The
contract
not
only
allowed
Campbell
to
reject
nonconforming
carrots,
but
gave
Campbell
the
right
to
determine
who
could
buy
the
carrots
it
had
rejected.
The
Wentzes
harvested
100
tons
of
carrots,
but
because
the
market
price
at
the
time
of
harvesting
was
$90
per
ton
for
these
rare
carrots,
the
Wentzes
refused
to
deliver
them
to
Campbell
and
sold
62
tons
of
their
carrots
to
a
farmer
who
sold
some
of
those
carrots
to
Campbell.
Campbell
sued
the
Wentzes,
asking
for
the
court's
order
to
stop
further
sale
of
the
contracted
carrots
to
others
and
to
compel
specific
performance
of
the
contract.
The
trial
court
ruled
for
the
Wentzes
and
Campbell
appealed.
Issues:
Is
specific
performance
an
appropriate
legal
remedy
in
this
case
or
is
the
contract
unconscionable?
Discussion:
In
January
1948,
it
was
virtually
impossible
to
obtain
Chantenay
carrots
in
the
open
market.
Campbell
used
Chantenay
carrots
(which
are
easier
to
process
for
soup
making
than
other
carrots)
in
large
quantities
and
furnishes
the
seeds
to
farmers
with
whom
it
contracts.
Campbell
contracted
for
carrots
long
ahead,
and
farmers
entered
into
the
contract
willingly.
If
the
facts
of
this
case
were
this
simple,
specific
performance
should
have
been
granted.
However,
the
problem
is
with
the
contract
itself,
which
was
one-sided.
According
to
the
appellate
court,
the
most
direct
example
of
unconscionability
was
the
provision
that,
under
certain
.
Elements for analyzing mise en sceneIdentify the components of.docxtoltonkendal
Elements for analyzing mise en scene
Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film
1. Dominant: Where is the eye attracted first? Why?
2. Lighting key: High key? Low key? High contrast? Some combination of these?
3. Shot and camera proxemics: What type of shot? How far away is the camera from the action?
4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)?
5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism?
6. Lens/filter/stock: How do these distort or comment on the
photographed materials?
7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant?
8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed?
9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design?
10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance?
11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments?
12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground?
13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why?
14. Staging positions: Which way do the characters look vis-à-vis the camera?
15. Character proxemics: How much space is between the
characters?
What are the 4 distinct formal elements that make up a film's mise en scene?
• staging of the action
• physical setting and decor
• the manner in which these materials are framed
• the manner in which they are photographed
.
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WHISTLE-BLOWING: A CASE STUDY OF THE NSA AND SNOWDEN
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The Ethics of Whistle-Blowing: A Case Study of the NSA and Snowden
The right to privacy is an emotive aspect of public life across American society. The significance of the right gained added importance in the face of the government crackdown on terrorism. The so-called War on Terror that began in the aftermath of the September 11 terrorist attacks in the United States included government collection of massive information relating to its citizens and abroad. The global surveillance adopted by U.S security agents permeated the private sphere of American citizens raising a critical question on government overreach in the fight against terrorism. While the essence of privacy was not in question, the debate has often surrounded the ethics of collecting private data on millions of Americans without their knowledge. The 2013 global surveillance disclosures by Edward Snowden, a former employee of the NSA raised fundamental ethical questions on the role of whistle blowing and its implications for the whistle blower. Equally important is the conflicting view on the morality of Snowden’s action given the security implications for disclosing such a large amount of information touching on the country’s security. Although the United States Constitution does not expressly state the right to privacy, the Fourth Amendment alludes to this fact stating:
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Assignment 4: Data Collection
Student Name
Affiliate Institution
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Numerous and most useful data for terrorism is found from the following federal agency and private databases:
· The National Security Agency (NSA)
· Federal Bureau of Investigation (FBI)
· National Consortium for the Study of Terrorism and Response to Terrorism (NCSTRT) and
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Information from the above databases are analyzed to present diverse quantitative and qualitative terrorism data that cover several years including life threats to the U.S. soil. According to these databases, terrorism is an old problem and continues to intensify due to availability of uninterrupted new technology as well as growing financial power of their organizations. The Federal Agencies data bases provide information on terrorism activities and information on several strategies that have been used in the past and are currently used to curb the vice (FBI, 2014).
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References
Federal Bureau of Investigation (2014). Crime Statistics. Retrieved on May 22, 2015 from http://www.fbi.gov/stats-services/crimestats
Global Terrorism Database (2014). Overview of the GTD. Retrieved on May 22, 2015 from http://www.start.umd.edu/gtd/about/
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Affiliate Institution
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KAELA SEAY
INTL434: Threat Analysis
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Throughout history, threats have evolved significantly. Following the terrorist attacks on September 11th, 2001, the face of threats began to change. Traditionally, threats originated from other nation and nation-states’ military forces. However, threats can now originate from a plethora of other, non-traditional sources that can potentially pose a far more dangerous threat. The infinite possibilities of threat that can be faced forces the United States government to analyze these new threats, their capabilities, and how they need to adjust their approach to better detect, prevent, and combat them. This essay will discuss where non-traditional threats may originate, how capable they are, how the United States government should approach them, and the problems they may face when doing so.
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Non-state actors have evolved into extremely capable and resourceful entities. “International terrorism once threatened Americans only when they were outside the country. Today international terrorists attack us on our own soil” (Countering the Changing Threat of International Terrorism, n.d.). One of the most common examples of a terrorist organization that the United States has faced threats from is Al Qaeda. Non-state actors such as Al Qaeda have similar characteristics, which include: international operations, funding, and logistical networks, less dependence on state sponsors, developed communication technologies, and lethal objectives (Countering the Changing Threat of International Terrorism, n.d.). Due to the capabilities of non-state actors, the United States government must look to international cooperation to detect, prevent, and combat these non-traditional threats.
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In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docxtoltonkendal
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docxtoltonkendal
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docxtoltonkendal
Elevated Blood Lead Levels in Children Associated
With the Flint Drinking Water Crisis: A Spatial
Analysis of Risk and Public Health Response
Mona Hanna-Attisha, MD, MPH, Jenny LaChance, MS, Richard Casey Sadler, PhD, and Allison Champney Schnepp, MD
Objectives. We analyzed differences in pediatric elevated blood lead level incidence
before and after Flint, Michigan, introduced a more corrosive water source into an aging
water system without adequate corrosion control.
Methods. We reviewed blood lead levels for children younger than 5 years before
(2013) and after (2015) water source change in Greater Flint, Michigan. We assessed the
percentage of elevated blood lead levels in both time periods, and identified geo-
graphical locations through spatial analysis.
Results. Incidence of elevated blood lead levels increased from 2.4% to 4.9% (P < .05)
after water source change, and neighborhoods with the highest water lead levels ex-
perienced a 6.6% increase. No significant change was seen outside the city. Geospatial
analysis identified disadvantaged neighborhoods as having the greatest elevated blood
lead level increases and informed response prioritization during the now-declared public
health emergency.
Conclusions. The percentage of children with elevated blood lead levels increased
after water source change, particularly in socioeconomically disadvantaged neighbor-
hoods. Water is a growing source of childhood lead exposure because of aging infra-
structure. (Am J Public Health. 2016;106:283–290. doi:10.2105/AJPH.2015.303003)
See also Rosner, p. 200.
In April 2014, the postindustrial city ofFlint, Michigan, under state-appointed
emergency management, changed its water
supply from Detroit-supplied Lake Huron
water to the Flint River as a temporary
measure, awaiting a new pipeline to Lake
Huron in 2016. Intended to save money, the
change in source water severed a half-
century relationship with the Detroit Water
and Sewage Department. Shortly after the
switch to Flint River water, residents voiced
concerns regarding water color, taste, and
odor, and various health complaints in-
cluding skin rashes.1 Bacteria, including
Escherichia coli, were detected in the distri-
bution system, resulting in Safe Drinking
Water Act violations.2 Additional disinfec-
tion to control bacteria spurred formation of
disinfection byproducts including total tri-
halomethanes, resulting in Safe Drinking
Water Act violations for trihalomethane
levels.2
Water from the Detroit Water and
Sewage Department had very low corrosivity
for lead as indicated by low chloride, low
chloride-to-sulfate mass ratio, and presence
of an orthophosphate corrosion inhibitor.3,4
By contrast, Flint River water had high
chloride, high chloride-to-sulfate mass ratio,
and no corrosion inhibitor.5 Switching
from Detroit’s Lake Huron to Flint River
water created a perfect storm for lead leach-
ing into drinking water.6 The aging Flint
water distribution system contains a hig.
Elements of the Communication ProcessIn Chapter One, we learne.docxtoltonkendal
Elements of the Communication Process
In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process.
For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback.
"Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again.
1. Contexts
a. Physical
b. Social
c. Historical
d. Psychological
2. Participants
3. Channels
4. Message
5. Interference (Noise)
6. Feedback
.
Elements of Music #1 Handout1. Rhythm the flow of music in te.docxtoltonkendal
Elements of Music #1 Handout
1. Rhythm
the flow of music in terms of time
2. Beat
the pulse that recurs regularly in music
3. Meter
the regular pattern of stressed and unstressed beats
4. Tempo
the speed of the beats in a piece of music
5. Polyrhythm
two or more rhythm patterns occurring simultaneously
6. Pitch
the perceived highness or lowness of a musical sound
7. Melody
a series of consecutive pitches that form a cohesive musical entity
8. Counterpoint
two or more independent lines with melodic character occurring at the same time
9. Harmony
the simultaneous sounds of several pitches, usually in accompanying a melody
10. Dynamics
the amount of loudness in music
11. Timbre
tone quality or tone color in music
12. Form
the pattern or plan of a musical work
Framework for Improving
Critical Infrastructure Cybersecurity
Version 1.1
National Institute of Standards and Technology
April 16, 2018
April 16, 2018 Cybersecurity Framework Version 1.1
This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii
No t e t o Rea d er s o n t h e U p d a t e
Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which
was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1.
Version 1.1 is intended to be implemented by first-time and current Framework users. Current
users should be able to implement Version 1.1 with minimal or no disruption; compatibility with
Version 1.0 has been an explicit objective.
The following table summarizes the changes made between Version 1.0 and Version 1.1.
Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1.
Update Description of Update
Clarified that terms like
“compliance” can be
confusing and mean
something very different
to various Framework
stakeholders
Added clarity that the Framework has utility as a structure and
language for organizing and expressing compliance with an
organization’s own cybersecurity requirements. However, the
variety of ways in which the Framework can be used by an
organization means that phrases like “compliance with the
Framework” can be confusing.
A new section on self-
assessment
Added Section 4.0 Self-Assessing Cybersecurity Risk with the
Framework to explain how the Framework can be used by
organizations to understand and assess their cybersecurity risk,
including the use of measurements.
Greatly expanded
explanation of using
Framework for Cyber
Supply Chain Risk
Management purposes
An expanded Section 3.3 Communicating Cybersecurity
Requirements with Stakeholders helps users better understand
Cyber Supply Chain Risk Management (SCRM), while a new
Section 3.4 Buying Decisions highlights use of the Framework
in understanding risk associated with commercial off-the-shelf
products and services. Additional Cyber SCRM criteria we.
Elements of Music Report InstrumentsFor the assignment on the el.docxtoltonkendal
Elements of Music Report Instruments
For the assignment on the elements of music, students will write a report with a minimum of 300 words.
Students must select one element of music that they consider to be the most important element:
Melody
Rhythm
Harmony
Form
When writing the report, be sure you address the following questions:
Why did you select this element from among all the rest?
Do you think that all kinds of music could exist without your selected element? Elaborate on your view.
Describe a piece of music that highlights the use of your selected element.
I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works!
Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research.
.
Elements of GenreAfter watching three of the five .docxtoltonkendal
Elements of Genre
After watching three of the five movie clips listed in the
Multimedia
section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations?
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
.
Elements of DesignDuring the process of envisioning and designing .docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docxtoltonkendal
Elements of Critical Thinking [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, in preparation for discussing the importance of critical thinking skills,
Read the articles
Common Misconceptions of Critical Thinking
Combating Fake News in the Digital Age
6 Critical Thinking Skills You Need to Master Now (Links to an external site.)
Teaching and Learning in a Post-Truth world: It’s Time for Schools to Upgrade and Reinvest in Media Literacy Lessons
Critical Thinking and the Challenges of Internet (Links to an external site.)
Watch the videos
Fake News: Part 1 (Links to an external site.)
Critical Thinking
(Links to an external site.)
Review the resources
Critical Thinking Skills (Links to an external site.)
Valuable Intellectual Traits (Links to an external site.)
Critical Thinking Web (Links to an external site.)
Reflect:
Reflect on the characteristics of a critical thinker. Critical thinking gets you involved in a dialogue with the ideas you read from others in this class. To be a critical thinker, you need to be able to summarize, analyze, hypothesize, and evaluate new information that you encounter.
Write:
For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to your Final Paper topic. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.
Explain at least five elements of critical thinking that you found in the reading material.
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see
In-Text Citation Helper (Links to an external site.)
) and references (see
Formatting Your References List (Links to an external site.)
).
Reflecting on General Education and Career [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, read the articles
Teaching Writing S.
Elements of DesignDuring the process of envisioning and design.docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docxtoltonkendal
Elements of a contact due 16 Oct
Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions:
1. What were the terms of the contract between Campbell and the Wentzes?
2. Did the Wentzes perform under the contract?
3. Did the court find specific performance to be an adequate legal remedy in this case?
4. Why did the court refuse to help Campbell in enforcing its legal contract?
5. How could Campbell change its contract in the future so as to avoid the unconsionability problem?
Facts:
Per
a
written
contract
between
Campbell
Soup
Company
(a
New
Jersey
company)
and
the
Wentzes
(carrot
farmers
in
Pennsylvania),
the
Wentzes
would
deliver
to
Campbell
all
the
Chantenay
red
cored
carrots
to
be
grown
on
the
Wentz
farm
during
the
1947
season.
The
contract
price
for
the
carrots
was
$30
per
ton.
The
contract
between
Campbell
Soup
and
all
sellers
of
carrots
was
drafted
by
Campbell
and
it
had
a
provision
that
prohibited
farmers/sellers
from
selling
their
carrots
to
anyone
else,
except
those
carrots
that
were
rejected
by
Campbell.
The
contract
also
had
a
liquidated
damages
provision
of
$50
per
ton
if
the
seller
breached,
but
it
had
no
similar
provision
in
the
event
Campbell
breached.
The
contract
not
only
allowed
Campbell
to
reject
nonconforming
carrots,
but
gave
Campbell
the
right
to
determine
who
could
buy
the
carrots
it
had
rejected.
The
Wentzes
harvested
100
tons
of
carrots,
but
because
the
market
price
at
the
time
of
harvesting
was
$90
per
ton
for
these
rare
carrots,
the
Wentzes
refused
to
deliver
them
to
Campbell
and
sold
62
tons
of
their
carrots
to
a
farmer
who
sold
some
of
those
carrots
to
Campbell.
Campbell
sued
the
Wentzes,
asking
for
the
court's
order
to
stop
further
sale
of
the
contracted
carrots
to
others
and
to
compel
specific
performance
of
the
contract.
The
trial
court
ruled
for
the
Wentzes
and
Campbell
appealed.
Issues:
Is
specific
performance
an
appropriate
legal
remedy
in
this
case
or
is
the
contract
unconscionable?
Discussion:
In
January
1948,
it
was
virtually
impossible
to
obtain
Chantenay
carrots
in
the
open
market.
Campbell
used
Chantenay
carrots
(which
are
easier
to
process
for
soup
making
than
other
carrots)
in
large
quantities
and
furnishes
the
seeds
to
farmers
with
whom
it
contracts.
Campbell
contracted
for
carrots
long
ahead,
and
farmers
entered
into
the
contract
willingly.
If
the
facts
of
this
case
were
this
simple,
specific
performance
should
have
been
granted.
However,
the
problem
is
with
the
contract
itself,
which
was
one-sided.
According
to
the
appellate
court,
the
most
direct
example
of
unconscionability
was
the
provision
that,
under
certain
.
Elements for analyzing mise en sceneIdentify the components of.docxtoltonkendal
Elements for analyzing mise en scene
Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film
1. Dominant: Where is the eye attracted first? Why?
2. Lighting key: High key? Low key? High contrast? Some combination of these?
3. Shot and camera proxemics: What type of shot? How far away is the camera from the action?
4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)?
5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism?
6. Lens/filter/stock: How do these distort or comment on the
photographed materials?
7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant?
8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed?
9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design?
10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance?
11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments?
12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground?
13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why?
14. Staging positions: Which way do the characters look vis-à-vis the camera?
15. Character proxemics: How much space is between the
characters?
What are the 4 distinct formal elements that make up a film's mise en scene?
• staging of the action
• physical setting and decor
• the manner in which these materials are framed
• the manner in which they are photographed
.
Elements in the same row have the same number of () levelsWhi.docxtoltonkendal
Elements in the same row have the same number of (*) levels
Which elements in B O U L A N would be in the same family? Which would have the same number of energy levels? Highest mass? Lowest mass?
Which is more reactive? Uranium or Lithium
Will elements B and U lose electrons in a chemical reactor?
Will elements B and U form positive or negative ions?
Thanks so much (:
.
ELEG 421 Control Systems Transient and Steady State .docxtoltonkendal
ELEG 421
Control Systems
Transient and Steady State
Response Analyses
Dr. Ashraf A. Zaher
American University of Kuwait
College of Arts and Science
Department of Electrical and Computer Engineering
Layout
2
Objectives
This chapter introduces the analysis of the time response of different
control systems under different scenarios. Only first and second order
systems will be considered in details using analytical and numerical
methods. Extension to higher order systems will be developed. Both
transient and steady state responses will be evaluated. Stability analysis
will be analyzed for different kinds of feedback, while investigating the
effect of both proportional and derivative control actions on the
performance of the closed-loop system. Finally systems types and
steady state errors will be calculated for unity feedback.
Outcomes
By the end of this chapter, students will be able to:
evaluate both transient/steady state responses for control systems,
analyze the stability of closed-loop LTI systems,
investigate the effect of P and I control actions on performance, and
understand dominant dynamics of higher order systems.
Dr. Ashraf Zaher
Introduction
3
Test signals
Transient response
Steady state response
Analytical techniques, and
Numerical (simulation) techniques.
Stability (definition and analysis methods),
Relative stability, and
Effect of P/I control actions on stability and performance.
Summary of the used systems:
First order systems,
Second order systems, and
Higher order systems.
Dr. Ashraf Zaher
Test Signals
4 Dr. Ashraf Zaher
Impulse function:
Used to simulate shock inputs,
Laplace transform: 1.
Step function:
Used to simulate sudden disturbances,
Laplace transform: 1/s.
Ramp function:
Used to simulate gradually changing inputs,
Laplace transform: 1/s2.
Sinusoidal function(s):
Used to test response to a certain frequency,
Laplace transform: s/(s2+ω2) for cos(ωt) and ω/(s2+ω2) for sin(ωt).
White noise function:
Used to simulate random noise,
It is a stochastic signal that is easier to deal with in the time domain.
Total response:
C(s) = R(s)*TF(s) = Ctr(s) + Css(s) → c(t) = ctr(t) + css(t)
Fundamentals
5 Dr. Ashraf Zaher
Definitions:
Zeros (Z) of the TF
Poles (P) of the TF
Transient Response (Natural)
Steady State Response (Forced)
Total Response
Limits:
Initial values
Final values
Systems (?Zs):
First order (one P)
Second order (two Ps)
Higher order!
More:
Stability and relative stability
Steady state errors (unity feedback)
First Order Systems
6 Dr. Ashraf Zaher
TF:
T: time constant
Unit Step Response:
1
1
)(
)(
+
=
TssR
sC
)/1(
11
1
1
1
11
)(
TssTs
T
sTss
sC
+
−=
+
−=
+
=
Ttetc /1)( −−=
632.01)( 1 =−== −eTtc
T
e
Tdt
tdc Tt
t
11)( /
0
== −
=
01)0( 0 =−== etc
11)( =−=∞= −∞etc
First Order Systems.
Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docxtoltonkendal
Element 010 ASSIGNMENT: 3000 WORDS (100%)
Task: Individual assignment (3000 words)
Weighting: 100%
Assessment Case Study:
Greenland Garden Centre
[1]
Jon Smith spread his arms widely as he surveyed his garden centre.
‘Of course the whole market for leisure products and services, especially garden-related products, has been expanding over the last few years. Even so, we have been particularly successful. Partly this is because we are conveniently located, but it is also because we have developed a reputation for excellent service. Customers like coming to us for advice. We have also been successful in attracting some of the ‘personality gardeners’ from television to make special appearances. My main ambition now is to fully develop all of our twelve hectares to make the centre a place people will want to visit in its own right. I envisage the centre developing into almost a mini gardening theme park with special gardens, beautiful grounds and special events.’
Greenland is a large village situated in the Cotswolds, a popular tourist area of the UK. It has an interesting range of shops and restaurants, mainly catering for the tourist trade. About half a mile outside the village is the Greenland Garden Centre. The garden centre is served by a good network of main roads but is inaccessible by public transport.
Growth over the last five years has been dramatic and the garden centre now sells many other goods as well as gardening requisites. It also has a restaurant. It is open seven days a week, only closing on Christmas Day. Its opening hours are Monday– Saturday 9 a.m. to 6 p.m. and Sunday 10 a.m. to 5 p.m. all year round.
Outside the centre
The centre has a large car park which can accommodate about 350 cars. Outside the entrance a map indicates the various areas in the garden centre. Most customers walk round the grounds before making their purchases. The length of time people spend in the centre varies but, according to a recent study, averages 53 minutes during the week and 73 minutes at weekends.
The same study shows the extent to which the number of customers arriving at the garden centre varies depending on the time of year, day of the week, and time of day. There are two peaks in customer numbers, one during the late spring/early summer period and another in the build up to Christmas, as Greenland puts on particularly good Christmas displays.
Indoor sales area
The range of goods has increased dramatically over the past few years and now includes items such as:
pets and aquatics
seeds
fertilisers
indoor pots and plants
gardening equipment
garden lighting
conservatory-style furniture
outdoor clothing
picture gallery
books and toys
delicatessen
wine
kitchen equipment
soft furnishing
outdoor eating equipment
gifts, stationery, cards, aromatherapy products
freshly cut flowers
dried flowers.
Outside sales area
In the open air and in large glasshouses there is a complete range of plants, shrubs and trees. Gre.
ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docxtoltonkendal
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
1
LAB 4: CONVOLUTION
Background & Concepts
Convolution is denoted by:
𝑦[𝑛] = 𝑥[𝑛] ∗ ℎ[𝑛]
Your book has described the "flip and shift" method for performing convolution. First, we
set up two signals 𝑥[𝑘] and ℎ[𝑘]:
Flip one of the signals, say ℎ[𝑘], to form ℎ[−𝑘]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
2
Shift ℎ[−𝑘] by n to form ℎ[𝑛 − 𝑘]. For each value of 𝑛, form 𝑦[𝑛] by multiplying and
summing all the element of the product of𝑥[𝑘]ℎ[𝑛 − 𝑘], −∞ < 𝑘 < ∞. The figure
below shows an example of the calculation of𝑦[1]. The top panel shows𝑥[𝑘]. The
middle panel showsℎ[1 − 𝑘]. The lower panel shows𝑥[𝑘]𝑦[1 − 𝑘]. Note that this is a
sequence on a 𝑘 axis. The sum of the lower sequence over all k gives 𝑦[1] = 2.
We repeat this shifting, multiplication and summing for all values of 𝑛 to get the
complete sequence 𝑦[𝑛]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
3
The conv Command
conv(x,h) performs a 1-D convolution of vectors 𝑥 and ℎ. The resulting vector 𝑦
has length length(𝑦) = length(𝑥) + length(ℎ) − 1. Imagine vector 𝑥 as being
stationary and the flipped version of ℎ is slid from left to right. Note that conv(x,h) =
conv(h,x). An example of the convolution of two signals and plotting the result is
below:
>> x = [0.5 0.5 0.5]; %define input signal x[n]
>> h = [3.0 2.0 1.0]; %unit-pulse response h[n]
>> y = conv(x,h); %compute output y[n] via convolution
>> n = 0:(length(y)-1); %for plotting y[n]
>> stem(n,y) % plot y[n]
>> grid;
>> xlabel('n');
>> ylabel('y[n]');
>> title('Output of System via Convolution');
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
4
Deconvolution
The command [q,r] = deconv(v,u), deconvolves vector u out of vector v, using long
division. The quotient is returned in vector q and the remainder in vector r such that
v = conv(u,q)+r. If u and v are vectors of polynomial coefficients, convolving them is
equivalent to multiplying the two polynomials, and deconvolution is polynomial
division. The result of dividing v by u is quotient q and remainder r. An examples is
below:
If
>> u = [1 2 3 4];
>> v = [10 20 30];
The convolution is:
>> c = conv(u,v)
c =
10 40 100 160 170 120
Use deconvolution to recover v.
>> [q,r] = deconv(c,u)
q =
10 20 30
r =
0 0 0 0 0 0
This gives a quotient equal to v and a zero remainder.
Structures
Structures in Matlab are just like structures in C. They are basically containers that
allow one
Electronic Media PresentationChoose two of the following.docxtoltonkendal
Electronic Media Presentation
Choose
two of the following types of electronic media:
Radio
Sound recording
Motion pictures
Broadcast television
Research
the history of the media types your team selected. Include the following information in your presentation:
Introduction
Notable founders and parent organizations of your electronic media types
Notable historical dates
Dates of mergers with other radio stations, record production companies, motion picture companies, or television networks to form a large media conglomerate
Date the media types launched their websites, became active on the Internet, or became active in social media integration
Identify past, present, and future challenges confronting these types of media. How has the digital era affected them? Which types are best suited to adapt to the future? Explain why
How do these challenges affect advertising in these organizations--outside companies advertising--and advertising for these media--companies promoting themselves to others? What are innovative advertising strategies these media have engaged in?
What are two similarities and two differences between the two media types?
Conclusion
Present your Electronic Media Presentation.
These are 10- to 12-slideMicrosoft
®
PowerPoint
®
presentations with notes.
.
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Running head Security challenges and government’s management .docx
1. Running head: Security challenges and government’s
management 1
2
Security challenges and government’s management
Security challenges in the US and Governments management of
security challenges
Vibert Jacob
South University
My topic of discussion is on security challenges in the US and
the government’s management of these challenges. How does
the US Government manage the security challenges in the
country? The US faces many security challenges which include
cyber terrorism, Iran’s dominance in the Middle East, Increase
in Chinese provocations in South China Sea, Russia’s military
expansion and Al Qaida taking over for ISIS. The main focus or
objective of my paper will be the strategies and measures the
US Government is taking to deal with these security challenges.
2. I will also focus on how these challenges affect the US and
reasons why these security issues are a main concern to the
country.
In addressing each security challenge, I plan to discuss the
government’s efforts in the past in managing them and the
current or planned strategies the government is using. What
efforts is put by the US government into managing the security
challenges in the country? The US faces security challenges
both within the country and outside the country. From within
the country, challenges such as changing climate is a natural
security issue because it poses a threat to the US infrastructure,
agriculture, population and economy. There is also a worsening
cyber security front where individuals and criminal groups hack
both private and public entities which results in loss of billions
of dollars in damages. Persistent terrorist attacks from small
groups that are done domestically also poses as a security
challenge. Most of these threats have been facing the US for
years and there is need to focus on them because they affect us
daily.
In this study, I expect to face ethical issues which include
informed consent from my sources, respect for anonymity and
confidentiality from my sources and respect for privacy. I
intend to respect all my informants wishes for privacy and
confidentiality and wherever necessary, I plan to acquire
permission from the relevant authorities to get access to the
information am looking for. The government has made efforts to
manage security challenges in the country and I plan to discuss
this in detail and the impact it has to the country currently and
in future.
My research methodology in collecting information will involve
published articles related to security threats in the US, TV
programs, interviews with the relevant authorities in the
government who handle security threats in the country,
3. interviews with individuals who have been affected with the
security threats in the country, surveys. To get my information,
I plan to visit the Homeland Security offices and conduct
interviews with the employees and hopefully the administrator.
I will also conduct surveys to see the progress that the
government has made in dealing with security challenges
internally and also the external threats. I will also search
through published articles in the newspapers and magazines and
also from libraries to look at the government’s progress. I will
also search through academic journals and books as sources of
information.
Presenting the results: My topic of discussion was on the
security challenges in the US and the government’s management
of these security challenges. My research on this overall
problem involved the collection of information which included
visiting the Homeland security office and having an interview
with an employee about the daily operations in the department
in handling security issues.
I also read through current articles on what the government is
doing to keep Americans safe. I did surveys on the progress of
the government in managing security threats in the country. I
read through published books and journals.
From the information I gathered, I found out different ways the
US government is dealing with the security challenges. On the
issue of cybercrimes, with the increase in the number of
Americans becoming more reliant on modern technology, we
also become susceptible to cybercrimes which include social
media fraud, security breaches and spear phishing. The law
enforcement performs an essential role in achieving the
country’s cyber security objectives. It does this by investigating
a wide range of cybercrimes from fraud and theft to child
exploitation and apprehending and prosecuting those
responsible. Network security experts and criminal investigators
work to effectively respond to and investigate cybercrimes. The
Internet Crime Complaint Center which is a partnership between
the FBI and the National White Collar Crime Center also
4. provides a platform for people report online internet crime
(Jacob, 2009).
The changing climate also poses as a challenge to the US.
Climate change acts as a threat multiplier that makes already
existing threats worse. The threat of global warming for
insecurity will manifest itself through food shortages in the
country, water insecurity, rise in sea level and resource scarcity.
Climate change also poses as a creeping national security threat
in that when neighboring countries face extreme global
warming, it will result to refugees flow into the US and this will
cause conflict over food and water(Daniel, 2010). To manage
this security challenge, the government designed a strategy
around executive action and using powers already granted under
laws such as the Clean Air Act.
The former president Obama came up with the clean power plan
which would limit the carbon pollution from dirty power plants.
The number one source for global warming in America is the
country’s more than 500 power plants and hence the clean
power plan will help to cut pollution by 30% by the end of the
next decade. The government can also implement a greenhouse
gas fee that puts a price on all climate change-causing
emissions from all energy sources.
Terrorist threats and attacks from internal groups and external
groups outside the country also pose as a security challenge to
the country. The ISIS group controls territories in Syria, Libya
and Iraq while Al Qaida occupies regions of Yemen. Other
terrorist groups like Al Shabab occupies countries like Somalia.
These groups pose a threat to the US security. The US state
department alleges that governments of Syria, Sudan and Iran
do support international terrorism. These countries have been
designated by the government as areas that people could not
visit if the planned to participate in the US visa waiver
program. The president Trump also signed a controversial
executive order that suspended entry to refugees to the country,
barred Syrian refugees indefinitely (U.S. Department of
5. Defense, 2010).
Other security challenges to the US include the deteriorating
situation with North Korea in which Kim Jong Un has resolved
to continue its nuclear program and test the new ICBM missile
technology. The government responded to this by sending a
fleet of navy seals to North Korea to warn the nation against
testing any more weapons. (Daniel, 2010) The increase in the
number of failed states and persistent civil wars that has caused
refugee crises in the United States.
It has also created a haven for extremist groups who are hostile
to the United States. The increase in refugees in the United
States causes strain on resources which include food and water
and hence this makes the issue a security threat to the United
States. To manage this issue, the United States government is
trying to discuss a suitable deal with neighboring countries for
their mutual benefit
According to the order, a waiver may be granted on a case-to-
case basis by both the department of state and department of
homeland security and may be granted for those who are
religious minority in their country of nationality facing
religious persecution as long as they don’t pose a security threat
to the US. In my opinion, this order generalizes that everyone
from those Islamic countries is a terrorist and it is quite unfair.
It’s also quite unfortunate that the order also barred innocent
Syrian refugees from the country because statistically, it’s only
a few refugees who have malicious intentions towards the US
and the majority are genuinely in need for asylum. President
Trump is understandably focused on the threats from ISIS but
statistics show that since 2014, the majority of people charged
in the US with ISIS-related offences have been US citizens.
Moreover, a lot of ISIS fighters in Syria and Iraq seem to come
from countries such as Tunisia, Russia, Turkey, China, Egypt
and Saudi Arabia.
In the climate change issue with regard to the Clean Power
Plan, though it has great benefits implementing it might not be
6. successful for a number of reasons. One reason that stands out
for me is state plans.
Under the model of cooperative federalism under the Clean Air
Act, the federal government is responsible for setting targets
and the states determine how to comply. The Clean Power Plan
gives States more flexibility than usual setting statewide targets
rather than individual power plants targets and allowing States
to determine the best way to allocate reductions.
During my Study, I faced several challenges. My first challenge
was in the choice of topic.it was at first quite difficult to find a
topic that I can do justice to; a topic that would hold my interest
from beginning to end. My topic of choice (security challenges
and the government’s management of these issues) was a bit
complex especially with the limited resources in terms of
information sources. In my data collection methods, I got to
meet uncooperative interviewees and I felt a lot of information
was being withheld. Getting different institutions to participate
in my study was also a bit challenging. Lastly, staying
motivated till the end was challenging with all the obstacles in
my research.
In conclusion, the security agenda in the US has evolved over
time whereby the Bush administration placed terrorism as the
number one priority on the security agenda. The security agenda
is not stagnant but rather changes over time. Obama
administration de-scrutinized the war on terrorism and war on
drugs. each president that assumes office has a different vision
and social construction of the world. Issues such as organized
crime, drug trafficking, immigration, border security have also
been addressed and the president and government have managed
to manage security threats and protect United States by coming
up with effective strategies.
REFERENCES
7. Jacob, John, 2009. The Rise of Integrated Security Appliances.
Channel Business.
U.S. Department of Defense, Joint Chiefs of Staff, New Revised
Edition, Joint Pub. 1-02, 2010.
Rattner, Daniel. "Internal & External Threats." Security
Management. Northeastern University, Boston. 8 April. 2010.
Rattner, Daniel. "Loss Prevention & Risk Management
Strategy." Security Management. Northeastern University,
Boston. 5 Mar. 2010